Stage 2 Biology

Assessment Type 2: Skills and Applications Tasks

Macromolecules Test

Purpose
This task allows students to demonstrate their knowledge and understanding of the
concepts of macromolecules.

Description of the assessment

This test assesses:
 knowledge and understanding of concepts of macromolecules, including DNA
structure, transcription, translation and protein synthesis, enzyme activity, replication,
genetic manipulation, genetic evolution, social issues
 application of concepts related to macromolecules in new and familiar contexts
 communication of the concepts related to macromolecules using different formats
 analysis and evaluation of data from investigations.

Assessment conditions
 Time allowance: 90 minutes

Learning Requirements Assessment Design Criteria Capabilities

1. identify and formulate Investigation Communication
questions, hypotheses,
Citizenship
concepts, and purposes that The specific features are as follows:
guide biological Personal
I1 Design of biological investigations.
investigations Development
I2 Selection and acknowledgment of information about biology
2. design and conduct Work
and issues in biology from different sources.
individual and collaborative
biological investigations I3 Manipulation of apparatus and technological tools to Learning
implement safe and ethical investigation procedures.
3. manipulate apparatus and
use technological tools and I4 The obtaining, recording, and display of findings of
numeracy skills to obtain, investigations using appropriate conventions and formats.
represent, analyse, interpret, Analysis and Evaluation
and evaluate data and
observations from biological The specific features are as follows:
investigations
AE1 Analysis of data and concepts and their connections, to
4. select and critically evaluate formulate conclusions and make relevant predictions.
biological evidence from
different sources and present AE2 Evaluation of procedures, with suggestions for improvement.
informed conclusions and Application
personal views on social,
ethical, and environmental The specific features are as follows:
issues
A1 Application of biological concepts and evidence from
5. communicate their investigations to solve problems in new and familiar contexts.
knowledge and
A2 Use of appropriate biological terms, conventions, formulae,
understanding of biological
and equations.
concepts using appropriate
biological terms and A3 Demonstration of skills in individual and collaborative work.
conventions Knowledge and Understanding
6. demonstrate and apply
biological knowledge and The specific features are as follows:
understanding of concepts KU1 Demonstration of knowledge and understanding of biological
and interrelationships to a concepts.
range of contexts and
problems, including by KU2 Use of knowledge of biology to understand and explain social
presenting alternative or environmental issues.
explanations. KU3 Communication of knowledge and understanding of biology
in different formats.
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Ref: A314602 (December 2013)
© SACE Board of South Australia 2013
Performance Standards for Stage 2 Biology
Investigation Analysis and Application Knowledge and
Evaluation Understanding
Designs logical, coherent, and detailed Critically and systematically Applies biological concepts Consistently demonstrates a
A biological investigations. analyses data and their connections and evidence from deep and broad knowledge and
Critically and logically selects and with concepts, to formulate logical investigations to suggest understanding of a range of
consistently and appropriately and perceptive conclusions and solutions to complex problems biological concepts.
acknowledges information about biology and make relevant predictions. in new and familiar contexts. Uses knowledge of biology
issues in biology from a range of sources. Critically and logically evaluates Uses appropriate biological perceptively and logically to
Manipulates apparatus and technological procedures and suggests a range of terms, conventions, formulae, understand and explain social or
tools carefully and highly effectively to appropriate improvements. and equations highly environmental issues.
implement well-organised safe and ethical effectively. Uses a variety of formats to
investigation procedures. Demonstrates initiative in communicate knowledge and
Obtains, records, and displays findings of applying constructive and understanding of biology
investigations using appropriate conventions focused individual and coherently and highly effectively.
and formats accurately and highly collaborative work skills.
effectively.

Designs well-considered and clear biological Clearly and logically analyses data Applies biological concepts Demonstrates some depth and
B investigations. and their connections with concepts, and evidence from breadth of knowledge and
Logically selects and appropriately to formulate consistent conclusions investigations to suggest understanding of a range of
acknowledges information about biology and and make mostly relevant solutions to problems in new biological concepts.
issues in biology from different sources. predictions. and familiar contexts. Uses knowledge of biology
Manipulates apparatus and technological Logically evaluates procedures and Uses appropriate biological logically to understand and
tools carefully and mostly effectively to suggests some appropriate terms, conventions, formulae, explain social or environmental
implement organised safe and ethical improvements. and equations effectively. issues.
investigation procedures. Applies mostly constructive Uses a variety of formats to
Obtains, records, and displays findings of and focused individual and communicate knowledge and
investigations using appropriate conventions collaborative work skills. understanding of biology
and formats mostly accurately and coherently and effectively.
effectively.

Designs considered and generally clear Analyses data and their connections Applies biological concepts Demonstrates knowledge and
C biological investigations. with concepts, to formulate generally and evidence from understanding of a general range
Selects with some focus, and mostly appropriate conclusions and make investigations to suggest of biological concepts.
appropriately acknowledges, information simple predictions, with some some solutions to basic Uses knowledge of biology with
about biology and issues in biology from relevance. problems in new or familiar some logic to understand and
different sources. Evaluates some procedures in contexts. explain one or more social or
Manipulates apparatus and technological biology and suggests some Uses generally appropriate environmental issues.
tools generally carefully and effectively to improvements that are generally biological terms, conventions, Applies different formats to
implement safe and ethical investigation appropriate. formulae, and equations with communicate knowledge and
procedures. some general effectiveness. understanding of biology with
Obtains, records, and displays findings of Applies generally constructive some general effectiveness.
investigations using generally appropriate individual and collaborative
conventions and formats with some errors work skills.
but generally accurately and effectively.

Prepares the outline of one or more Describes basic connections Applies some evidence to Demonstrates some basic
D biological investigations. between some data and concepts, describe some basic problems knowledge and partial
Selects and may partly acknowledge one or and attempts to formulate a and identify one or more understanding of biological
more sources of information about biology or conclusion and make a simple simple solutions, in familiar concepts.
an issue in biology. prediction that may be relevant. contexts. Identifies and explains some
Uses apparatus and technological tools with For some procedures, identifies Attempts to use some biological information that is
inconsistent care and effectiveness and improvements that may be made. biological terms, conventions, relevant to one or more social or
attempts to implement safe and ethical formulae, and equations that environmental issues.
investigation procedures. may be appropriate. Communicates basic information
Obtains, records, and displays findings of Attempts individual work to others using one or more
investigations using conventions and inconsistently, and contributes formats.
formats inconsistently, with occasional superficially to aspects of
accuracy and effectiveness. collaborative work.

Identifies a simple procedure for a biological Attempts to connect data with Identifies a basic problem and Demonstrates some limited
E investigation. concepts, formulate a conclusion, attempts to identify a solution recognition and awareness of
Identifies a source of information about and make a prediction. in a familiar context. biological concepts.
biology or an issue in biology. Acknowledges the need for Uses some biological terms or Shows an emerging
Attempts to use apparatus and technological improvements in one or more formulae. understanding that some
tools with limited effectiveness or attention procedures. Shows emerging skills in biological information is relevant
to safe or ethical investigation procedures. individual and collaborative to social or environmental issues.
Attempts to record and display some work. Attempts to communicate
descriptive information about an information about biology.
investigation, with limited accuracy or
effectiveness.

Page 2 of 17 Stage 2 Biology Task

Ref: A314602 (December 2013)
© SACE Board of South Australia 2013
 Year 12 Biology Macromolecules Test

Section A: Multiple Choice

Answer all questions in this section. (2 marks each)

1. Studies of macromolecules in cells have shown that

Tests generally
J. chitin is a structural component of cell membranes. begin with straight
K. polysaccharides are an important energy reserve in cells. forward questions
assessing
L. lipids are not a structural component of cell membranes. Knowledge and
M. glycogen is not an important energy reserve in cells. Understanding
which most
2. A codon is a group of three students should be
able to answer
J. tRNA bases that code for one polypeptide chain. correctly.
K. tRNA bases that code for one amino acid.
L. mRNA bases that code for one polypeptide chain.
M. mRNA bases that code for one amino acid.

3. Which one of the following statements correctly describes a process that occurs
during protein synthesis?
J. tRNA directs the assembling of nucleotide bases in the transcription of mRNA.
K. The sequence of mRNA codons directs that assembling of a polypeptide chain
during translation.
L. mRNA is synthesised from free nucleotides in the nucleus during translation.
M. Transcription is a process in which tRNA molecules are synthesised from
mRNA codons.

4. The feature of a DNA molecule that leads to the manufacture of a specific

polypeptide is the
J. type of sugar in the molecule.
K. the sequence of amino acids.
L. sequence of bases.
M. double helical shape.

5. Refer to the following table, which shows the mRNA codons for the amino acids
leucine, glycine, threonine and tyrosine.

Amino acid mRNA codons for the amino acid

Leucine CUU, CUC, CUA, CUG, UUA, UUG
Glycine GGU, GGC, GGA, GGG
Threonine ACU, ACC, ACA, ACG
Tyrosine UAU, UAC

Which one of the following is a DNA base sequence that codes for the amino acid
sequence:
leucine – glycine – threonine – tyrosine?

J. GAG CCT TGC ATA

K. GAG CCU UGC AUA
L. CUC GGA ACG UAU
M. CTC GGA ACG TAT

Page 3 of 17 Stage 2 Biology Task

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© SACE Board of South Australia 2013
6. Refer to the following graph, which shows the energy changes during a chemical
reaction that has not been catalysed by an enzyme and the energy changes for the
same chemical reaction that has been catalysed by an enzyme.

Which letter on the graph indicates the energy of activation for the chemical reaction
that has been catalysed by an enzyme?

J. A.
K. B.
L. C.
M. D.

7. Increasing the number of samples in an investigation will reduce

J. the effects of random errors and decrease the accuracy of the data.
K. systematic errors and increase the precision of the data.
L. random errors and decrease the resolution of the data.
M. the effects of random errors and increase the reliability of the data.

8. The synthesis of protein with the cell involves the attachment of a molecule of
J. DNA to the surface of a ribosome.
K. messenger RNA to an amino acid molecule.
L. amino acid to a molecule of transfer RNA.
M. DNA to a molecule of amino acid.

Page 4 of 17 Stage 2 Biology Task

Ref: A314602 (December 2013)
© SACE Board of South Australia 2013
9. Refer to the graph below which shows the effect of different levels of pH on the
activity of the human enzymes urease and trypsin at 35oC.
Questions such as
this allow students
to analyse data
and their
connections with
Enzyme activity at 35° C

concepts, to
formulate
conclusions.

urease trypsin

' ' ' ' ' ' ' ' ' '
1 2 3 4 5 6 7 8 9 10
pH of solution

Which one of the following combinations of changes in pH and in temperature would

result in the greatest increase in activity of the enzyme named?

Enzyme Change in Change in

pH temperature
J Trypsin 7 to 8 35°C to 25°C
K Urease 5 to 6 25°C to 35°C
L Urease 4 to 5 35°C to 25°C
M Trypsin 6 to 5 25°C to 35°C

10. Haemoglobin is a respiratory protein in human beings. The foetal form of the
haemoglobin protein differs from the adult form of the haemoglobin protein.

The foetal form of haemoglobin consists of a total of four polypeptide chains: α1, α 2,
Gγ, and Aγ. The adult form of haemoglobin also consists of a total of four
polypeptide chains: α 1, α 2, β, and δ.

According to the information above, the production of haemoglobin in human beings

requires

J. one gene because one gene codes for one protein.

K. two genes because one gene codes for the foetal form of haemoglobin and
the other gene code for the adult form of haemoglobin.
L. four genes because one gene codes for each of the four polypeptide chains in
a haemoglobin protein.
M. six genes because one gene codes for each of the α 1, α 2, β, Gγ, Aγ and δ
polypeptide chains.

Page 5 of 17 Stage 2 Biology Task

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© SACE Board of South Australia 2013
11. Refer to the following diagram, which shows a non-radioactive DNA strand and a
radioactive DNA strand:

A cell with non-radioactive DNA underwent cell division in a medium containing

radioactive nucleotides.

Which one of the following diagrams, J, K, L, or M, best represents the chemical

composition of DNA molecules in the two resulting daughter cells?

12. In the polymerase chain reaction (PCR), a solution containing DNA and an enzyme
is repeatedly heated and cooled.

The solution is heated to

J. provide activation energy for the enzyme.

K. denature the enzyme.
L. break the weak bonds in the sugar-phosphate backbone of DNA.
M. break the weak bonds between the bases in DNA.

13. When body tissue is damaged the surrounding cells release the enzyme cyclo-
oxygenase 2 (COX-2). COX-2 catalyses a reaction that manufactures
prostaglandins, hormone-like substances that trigger pain and swelling.

Aspirin is a COX-2 inhibitor designed to relieve pain. Aspirin is able to

J. bind to the active site on the substrate molecules that form prostaglandins.
K. have the same molecular shape as the active site on the COX-2 enzyme.
L. have a molecular shape complementary to that of the active site on the COX-2
enzyme.
M. have a molecular shape complementary to that of prostaglandins.

Page 6 of 17 Stage 2 Biology Task

Ref: A314602 (December 2013)
© SACE Board of South Australia 2013
14. Refer to the following diagram, which shows DNA fingerprints from four sources.

The sample taken from the crime scene contains DNA from

J. the victim and suspect A.

K. the victim and suspect B.
L. the victim, suspect A, and suspect B.
M. the victim and an unknown individual.

15. Refer to the following diagram, which shows the DNA fingerprint obtained from
blood cells at a crime scene. One section of a DNA molecule from the blood cells
was multiplied. A restriction enzyme was used to cut the section into six fragments,
which were then separated by gel electrophoresis. The smaller DNA fragments
move the greatest distance on the gel.

Questions such as
this allow students
to analyse data
and their
connections with
concepts, to
formulate
conclusions.

Which one of the following statements is correct?

J. The polymerase chain reaction could have been used to multiply the section of
the DNA molecule.
K. The restriction enzyme must have cut the section of the DNA molecule in six
places.
L. Three of the DNA fragments must have been inherited from the individual’s
mother.
M. The direction of movement of the DNA fragments is from B towards A.

Page 7 of 17 Stage 2 Biology Task

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© SACE Board of South Australia 2013
16. A student was investigating the effect of pH on the germination of cress seeds. She
used the following method to conduct an investigation:
 Solutions with pH values of 4, 5, 6, 7, 8, and 9 were prepared.
 15 mL of each pH solution was poured over separate pieces of filter paper in
six glass dishes.
Questions such as
 100 cress seeds were sprinkled onto each piece of filter paper. this allow students
 Each of the glass dishes, containing filter paper and seeds, was left for one to analyse data and
week in a temperature-controlled incubator set at 20°C. their connections
with concepts, to
formulate
Which one of the following statements indicates a source of a random error in this conclusions.
investigation?

J. The student did not accurately measure the volumes of pH solution for each
filter paper.
K. All the filter papers dried out after two days in the incubator.
L. The temperature in the incubator was actually 5ºC lower than the reading on
the thermostat.
M. The student used only one type of seed.

17. Refer to the following table, which shows the amino acid sequence for the same part
of a beta-haemoglobin polypeptide in five species. Each letter represents one amino
acid.

Species Amino acid sequence Questions such as

this are more
challenging
Ghost bat V K A H G K K V L N S
because they
require students to
Rose-ringed parakeet V R A H G K K V L T S connect two or
more ideas and
Hamster V K A H G K K V I H S carry out some
problem solving.
Correctly
Platypus V K A H G A K V L T S answering the
question provides
Black-headed gull V R A H G K K V L T S evidence of
Knowledge and
Understanding at
an A level.
It is reasonable to conclude from the information in the table above that the

J. ghost bat is descended from the hamster.

K. platypus is more closely related to the ghost bat than to the hamster.
L. rose-ringed parakeet and the black-headed gull have the same DNA
sequence.
M. hamster is more closely related to the platypus than to the black-headed gull.

Page 8 of 17 Stage 2 Biology Task

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© SACE Board of South Australia 2013
SECTION B: SHORT ANSWER QUESTIONS

Answer all questions in this section in the spaces provided.

Answers may be in note form. Marks allocated for each answer are show in brackets.

Note:
The mark scheme used in this test for the short answer questions follows the pattern that is
used for marking the external examination.
Two marks are allocated for one well-expressed piece of information. Questions that require an
explanation are worth four marks.
Therefore, in order to obtain full marks, students need to supply two relevant and connected
pieces of information.
In addition, where the answer to a question requires a biological term that is used in the subject
outline, students are expected to spell it correctly to be awarded full marks.

18. Refer to the following diagram, which shows part of one strand of a DNA molecule
with the bases cytosine (C), adenine (A), and thymine (T)

(a) Complete the diagram above, by drawing the corresponding part of the
complementary DNA strand. 2 marks

(b) On the diagram, write the letter P in every shape that represents a phosphate
group.
2 marks

(c) State one reason why it is necessary for the strands of a DNA molecule to
separate during DNA replication.

2 marks

Page 9 of 17 Stage 2 Biology Task

Ref: A314602 (December 2013)
© SACE Board of South Australia 2013
19. Refer to the following diagram, which shows molecule 1 and molecule 2, and
process A, which occurs during protein synthesis.

Questions such
as this allow
students the
opportunity to
demonstrate
their Application
(a) Name process A. of appropriate
biological
terminology.
2 marks

(b) Name molecule 1 and molecule 2.

Molecule 1:

Molecule 2: 2 marks

(c) State one function of tRNA in protein synthesis.

2 marks

Page 10 of 17 Stage 2 Biology Task

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© SACE Board of South Australia 2013
20. Refer to the diagram below which shows part of a DNA molecule in an active cell.

Source: The University of Waikato, www.sciencelearn.org.nz/Contexts/You-Me-and-UV/Sci -Media/Images

(a) Name the process shown in the diagram.

2 marks Questions such as

this allow students
(b) Name the part of a eukaryotic cell in which this process occurs. the opportunity to
demonstrate their
Application of
2 marks appropriate
biological
terminology.
(c) Explain how a change in the DNA sequence could affect a protein produced
by this cell.

4 marks

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© SACE Board of South Australia 2013
21. When soft-centred chocolates are made, the enzyme invertase is used to convert
sucrose into the smaller molecules glucose and fructose. This causes the centres of
the chocolates to become softer and sweeter.

(a) State why the invertase must not be heated to temperatures above 45 o C.

2 marks

(b) State how invertase increases the rate of conversion of sucrose into glucose
Questions such as
and fructose. this allow a wide
range of students
to provide
evidence of their
Knowledge and
Understanding.
‘Explain …..’
questions are
2 marks more demanding
than ‘State ….’
questions.
(c) Explain why the effect of an inhibitor on an enzyme may be reduced by
increasing the concentration of the substrate.

4 marks

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© SACE Board of South Australia 2013
22. Cholesterol is a type of lipid molecule found in some foods. Some people have an
altered enzyme that can break down cholesterol ten times more efficiently than the
normal enzyme can. The increased activity of the altered enzyme is due to one
change in its amino acid sequence.

(a) State the name of the change in DNA that results in a change in the amino
acid sequence in an enzyme.

2 marks

(b) People with high levels of cholesterol in their blood have a greater than normal
risk of developing heart disease.

Plant sterols are chemicals that reduce the absorption of cholesterol into the
blood. Margarine normally contains plant sterols. However, some
manufacturers add extra plant sterols to margarine.

State one concern that people may have about the addition of extra plant
sterols to margarine.

4 marks

Page 13 of 17 Stage 2 Biology Task

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© SACE Board of South Australia 2013
23. Refer to the following table, which shows the temperature and pH of four flasks set
up by a student to investigate the rate of fermentation in yeast cells under various
conditions. Each flask contained 50 mL of glucose solution and 0.3 g of yeast.

Flask Temperature (oC) pH

1 35 7
2 70 7
3 10 7
4 35 4

One hypothesis being tested in this series of investigations is that pH affects the
rate of fermentation.
Questions such as
(a) State the independent variable in this hypothesis. this allow students
the opportunity to
demonstrate their
2 marks Knowledge and
Understanding of
(b) To test the hypothesis that pH affects the rate of fermentation the student experimental
design.
would have to compare the results from some of the flasks.

(i) Which flasks would the student need to compare?

2 marks

(ii) Explain the reason for choosing these flasks.

4 marks

Page 14 of 17 Stage 2 Biology Task

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© SACE Board of South Australia 2013
 (c) The student used only one flask for each set of conditions.

State why the use of only one flask for each set of conditions reduces the
reliability of the results obtained in an experiment.

(4 marks)

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© SACE Board of South Australia 2013
SECTION: EXTENDED RESPONSE

Credit will be given for clear, well-expressed answers that are well organised and
relevant to the questions.

24. Silk, which is produced by spiders when building webs, is one of the strongest
substances known.
It is five times stronger than steel in a weight-to-weight comparison, more elastic
than nylon, and lighter and stronger than Kevlar®. It has many potential uses.

Spider silk is made of a protein. Scientists have located and isolated the gene for
the spider silk protein from orb-weaving spiders that produce the strongest silk.

Scientists have recently inserted the gene for the spider silk protein into goats in
such a way that it is present in all the goats’ cells, but it is expressed only in their
milk-producing cells.

 Describe the features of a probe that would be used to locate the gene for
the spider silk protein in the spider DNA.

 Describe one method that the scientists would use to insert the isolated
gene for the spider silk protein into goats.

 Explain one argument that may be used against the genetic modification of
goats to produce silk.
Content: 12 Marks Communication: 3 Marks

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An Extended Response Question provides a student the opportunity to display their depth of
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knowledge of biological concepts as well as demonstrate their written communication skills.
It provides evidence of Knowledge and Understanding of biological concepts, communication
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in the extended response format, and the Application of appropriate biological terms and
conventions.
This question also provides the opportunity for the student to provide evidence of their
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understanding of the connection between biological concepts and social issues although this
specific feature is not being directly assessed in this task.
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Note – The following is an excerpt from the Chief Assessor’s report:
An extended-response question is marked out of 15, with 12 marks being allocated for content
(each well-made point is worth 2 marks) and 3 marks for communication. This question has
three content parts, with each part being marked out of 4.
In awarding a communication mark, the following factors are taken into account:
 Is the response at least half a page in length and is it structured in the form of sentences and
paragraphs?
 Does the response use correct grammar and spelling?
 Does the response clearly explain concepts using relevant and concise biological language?
Students should be able to fully answer an extended-response question in about one page of
writing. It is unnecessary for students to re-write the question or to provide an introduction to
their response. Both of these practices are time-wasting, receive no credit, and may even result
in a reduction in the communication mark.
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© SACE Board of South Australia 2013